Human Resource Management Curriculum Research Articles

Delivering lessons with the CTCA and the lecture method: which one enhances learning in Ghana’s undergraduate human resource management curriculum?

PurposeThe study investigates the comparative efficacy of the culturo-techno-contextual approach (CTCA) and the lecture method in students’ understanding of the human resource management (HRM) curriculum in Ghana.Design/methodology/approachA quasi-experimental design is employed to gather data from 245 4th-year undergraduate students studying HRM at a Ghanaian public university. The experimental group with a population of 115 students was taught with CTCA, whilst the control group with a population of 130 students was taught using the lecture method. The data was collected using the HRM achievement test (HRMAT). The data were analysed using the descriptive analysis of covariance technique with pre-test scores added as a covariate.FindingsThe findings reveal that the experimental group significantly outperformed the control group in the study of HRM, affirming the effectiveness of the CTCA over the lecture method.Originality/valueThis study is novel because it is the first paper to apply the CTCA to the study of HRM in the Ghanaian higher education space. It will, therefore, benefit HRM education in the country when educational stakeholders adopt a sequential and methodical approach to teaching and learning HRM using the CTCA.

Research on the Teaching Reform of Human Resource Management Curriculum Based on the Ideological and Political Education in the Course

Curriculum ideology and politics is an important measure and fundamental task to combine professional courses with ideological and political courses to carry out moral education and cultivate people in Chinese colleges and universities. Traditional teaching of human resource management neglects the cultivation of moral character. Therefore, it is necessary to reform the teaching of human resource management, and integrate ideological and political education into the whole process of teaching to improve the ideological and moral level of students. On the basis of analyzing the necessity of human resource management in curriculum ideology and politics construction, curriculum teaching reform is carried out. A new curriculum ideological and political education model that includes "teaching objective -- ideological and political content -- teaching means -- teaching evaluation" has been constructed. The content of the course is divided into 8 chapters, and the multi-level teaching objectives including "knowledge - skills - ideology and politics" have been clearly defined, and the triple teaching objectives of each chapter are clearly set. The ideological and political content has been integrated into the process of knowledge teaching by chapters. The modern educational technology and Internet platform technology are made full use of to optimize teaching methods, and heuristic and experiential teaching means are adopted, the combination of classroom and society is increased, and an assessment and evaluation system with diversified subjects is built with diversified subjects, a comprehensive assessment process, and diverse assessment methods, comprehensively evaluating students' learning outcomes from multiple dimensions, in order to improve the effectiveness of ideological and political education in human resource management courses. It is expected to provide a reference and basis for the construction of curriculum, ideological and political reform, the practice of socialist core values, and the realization of goals.

HRM Through the Lens of an Academic Policy Maker: An Interview with Professor Dr Aamir Firoz Shamsi

This interview provides an insight into the importance of Human Resource Management (HRM) through the perspective of an academic policymaker. The interview was exploratory and was conducted by considering the role of academic policymakers in the success of the field. The interview has identified vital information on the importance and advancement of HRM, its amalgamation, academia and industry liaison in the development of the HRM curriculum and local contextualisation. The interview also emphasised the factors to achieve HRM optimal growth, concerns to oversee, creation of opportunities, and future challenges and prospects for HRM learners.

A Study on Essential Aspects of Human Resource Management Curriculum in Universities: Stakeholders' Expectations

Selecting a specialization area is the most important and the most difficult decision that undergraduates ever made in their life. It is not only affect to their academic life but also for future personal life. There are number of specializations related to the Business Administration undergraduate degree program and Human Resource Management [1] also one of the significant area which undergraduate can select as their specialization. This paper refers to identify essential aspects of HRM to be included in the curriculum. Data collection was based on primary data which was collected through telephone interview method. The convenience sampling method was used to select eight industrial professionals and lecturers in respective area. The NVivo software have been used to analyze the data gathered from interviews. The findings of the present study suggest that modules in existing HRM undergraduate curriculum should be developed and there is a necessity of adding some new modules/ subjects/ core subjects in practical way. It was significantly identified that modern and digitalized HR practices, some practical sessions should be added to the existing HRM educational curriculum. As an implication of the study, the results will be offered as a guidance for the people who are engaging in HRM education system in order to understand the course content of the degree program and this concept recognized key aspects towards the high quality instruction for the development of HRM curriculum. This study recommends future researchers to increase the sample size and gather data even from HRM undergraduates rather than industrial professionals and lecturers.

A Study of Bachelor's Degrees in Human Resource Management in Three Sri Lankan Leading State Universities

This paper pursues to explore and identify essential aspects of Human Resource Management (HRM) to be included in HRM education curriculum, to determine their sequence for right locations of HRM curriculum, to develop a framework for evaluation of quality of Bachelor's degrees in HRM, and to apply the developed framework for three cases in Sri Lanka. Being explorative and descriptive this study was carried out by using a desk research based on well-known textbooks, a survey based on the Nominal Group Technique (NGT), and an evaluative framework based on nine criteria. For the purpose of evaluation of quality of Bachelor's degree in HRM three programs were selected from three leading state universities in Sri Lanka. The results of the study generated 17 essential aspects of HRM for inclusion of HRM education curriculum. The experts' sequence of those aspects is starting with introduction to HRM and ending with sustainable HRM. And an objective evaluative framework containing nine criteria such as HRM curriculum content, appropriate location of the courses in the curriculum structure, availability of internship, duration of the internship, availability of independent study, duration of the independent study, coverage of the core skills set, availability of graduate profile, and intensity of graduate profile. The application of the objective evaluation framework resulted in revealing that the quality levels of the Bachelor's degrees of the three selected leading state universities are not at excellent rating standard implying certain areas of improvement. The results of the study may be used for curriculum development, determination of sequence of courses in the curriculum structure and enhancement of quality level of Bachelor's degrees in HRM.

MANAJEMEN SUMBER DAYA MANUSIA ISLAM: SEJARAH, NILAI DAN BENTURAN

Human resource management (HRM) in Western perspectives continue to be questioned in the East, especially from academics. There is hope to implement religious teachings in the organizational sphere. Generally, this paper discusses issues in HRM, questioning the extent to which Islam (text and context) governs people in organizations. Putting forward the literature sourced from the pages of Ebsco and Emerald using the keywords Islamic Human Resources Management. Found 96 journals, but only 21 contained the themes we meant. Then read intensively, make mapping, determine the main ideas of each journal, and group ideas based on themes. These themes were discussed: the internalization of Islam in HRM, values in HRM, developments in Muslim countries, and the challenges of HRM. This paper found religion entered the organizational realm not far after the discussion of industrial psychology was discussed. Using framework of 'the management theory jungle', the role of religion in organizations can be explained. HRM is a Western product that emerged after the industrial revolution. The argument positions Islam as a regulator of halal-haram restrictions on human activities in the organization. Furthermore, the cultural phenomenon above religion is also a hot issue. Managers know, understand, and acknowledge the goodness of Islam, but not yet for practice. So far, the expert study of HRM is still merely exploring values based on four sources, namely the Qur'an, Hadith, Ijma ', and Qiyash. Need best practice research, so that later it will be able to bring up the HRM curriculum.

The Professionalization of Human Resource Management: Examining Undergraduate Curricula and the Influence of Professional Organizations

This study explores the state of undergraduate human resource management (HRM) curricula worldwide in an effort to understand the extent to which there is an agreed-upon body of knowledge underpinning the field of HRM. We reviewed the undergraduate curricula for all business schools that were accredited by either the Association to Advance Collegiate Schools of Business or European Quality Improvement System in 2014-2015. Of the 281 HR programs that we identified, programs require an average of 3.4 HR classes. The most common required courses were Human Resource Management (239 schools), Compensation (or Compensation & Benefits; 123 schools), and Staffing (or Recruitment & Selection; 113 schools). Although we did find similarities between programs, we also find that there are significant differences in the required courses of HRM programs worldwide. We additionally examine institutional pressures from major professional HRM associations, and find evidence that these organizations do influence HRM curricula toward greater similarity. In particular, schools in regions with a major professional HRM organization are more similar than schools in other regions. Additionally, schools in the United States that are aligned with Society for Human Resource Management curriculum guidelines are more similar than schools that are not Society for Human Resource Management aligned.

Towards Critical Human Resource Management Education (CHRME): a sociological imagination approach

This article explores the professional standing of the discipline of human resource management (HRM) in business schools in the post-financial crisis period. Using the prism of the sociological imagination, it explains the learning to be gained from teaching HRM that is sensitive to context, power and inequality. The context of crisis provides ideal circumstances for critical reflexivity and for integrating wider societal issues into the HRM curriculum. It argues for Critical Human Resource Management Education or CHRME, which, if adopted, would be an antidote to prescriptive practitioner-oriented approaches. It proceeds to set out five principles for CHRME: using the ‘sociological imagination’ prism; emphasizing the social nature of the employment relationship; investigating paradox within HRM; designing learning outcomes that encourage students to appraise HRM outcomes critically; and reflexive critique. Crucially, CHRME offers a teaching strategy that does not neglect or marginalize the reality of structural power, inequality and employee work experiences.

Critical pedagogy for teaching HRM in the context of social change

This paper considers the imperatives of human resource management (HRM) studies in the context of contemporary South Africa. The authors draw on critical management studies (CMS) and the principles of emancipatory education to inform their argument for a critical and relevant HRM curriculum and associated teaching and learning approaches. The authors propose that the content and processes of HRM education must prepare students for critical participation in the contemporary South African society and workplace. The discussion outlines the rationale for the study, the specific prompts for its initiation, the theoretical framework of CMS, and Freire’s concept of emancipatory education.

Outdoor experiential training as a catalyst for success

Subject area Human resource management, Training and development, Competency development and team spirit. Study level/applicability The case is intended for MBA/PGDM level students as part of a human resource management curriculum. The case is more diagnostic in nature and should be discussed in the same spirit. The case is suitable for developing conceptual thinking and community orientation of professionals aspiring or pursuing a career in the area of human resource management. Case overview The case examines the imperatives behind Sterling Tools Limited (STL), a leading fasteners manufacturing Indian company's decision and strategy adopted to inculcate team spirit through outdoor experiential training (OET). The case explores in detail the process undertaken to execute the OET at STL. The case also briefly mentions the tangible benefits of OEL. The case is structured to enable readers to: understand the basic objectives of OET; understand the innovative approach adopted by STL; and understand how an organization responds to changes and challenges in the external environment. Expected learning outcomes This case is structured to enable students to: understand the meaning and significance of outdoor experiential training (OET); analyze the challenges faced by HR managers in modern day organizations; learn the conceptual framework and understand the principles of OET; examine the measures that can be taken by management to ensure a smooth induction and socialization process of employees; and understand the need of inculcating team spirit among employees. Supplementary materials Teaching notes are available.

Integrating Social Equity into the Core Human Resource Management Course

The National Academy of Public Administration’s Board of Trustees recently adopted social equity as the fourth pillar of public administration. Human resource management (HRM) courses are situated to increase the public affairs graduate curriculum’s emphasis on social equity, because these courses already give attention to related concepts such as due process, discrimination, sexual harassment, and work-life policies. The challenge is to directly apply this pillar in the HRM curriculum by strengthening students’ exposure to formal and informal personnel policies and practices that promote or impede social equity. Drawing on our teaching experiences, we describe how HRM professors can enhance their students’ social equity competencies by incorporating the use of informal “HR dialogues” in their courses. These dialogues allow students to develop managerial competencies to handle the real-world social equity tensions and resistance they are likely to encounter.

Shifting the human resource management curriculum from the traditional to the strategic: description of a process for curriculum revision

This article describes a process by which any curriculum can be updated or revised. A cascade approach to revising a curriculum is described. This approach includes the following steps: convening a task force of important constituent groups, such as faculty and practitioners; developing a mission statement to guide the process, creating goals and learning outcomes; use of a comparison matrix to link goals and outcomes; analysing the content of the current curriculum to identify gaps with newly derived goals and learning outcomes; deciding upon the preferred educational delivery methodology; revising and fine tuning; and, finally, assessing outcomes. The article concludes with thoughts about what works well and what should be given careful consideration when undertaking a curriculum revision.

A quality human resource curriculum: Recommendations from leading senior HR executives

This article describes a high quality human resource management curriculum as perceived by one group of customers–senior human resource executives who hire, train, and work with university and college graduates. A Delphi research methodology was used to survey the opinions of 24 members of the Human Resources Council, an advisory body to the American Management Association. The study confirms that the major topics taught in most HRM curricula at the bachelor and masters levels are perceived by HR executives to be just about right. It also presents their views about the relative value of the topics and shares specifics about their conviction that graduates need a much deeper understanding of how and where the HR function fits into the overall business strategy of an organization. © 1997 John Wiley & Sons, Inc.

Integrating IT into the Human Resource Management Curriculum

Looks at the role of education providers in influencing human resource practitioner attitudes to and use of information technology. Examines the recent trends in IT usage in the human resource function and argues that the current situation presents education providers with an opportunity to impact on human resource practice and the profession′s apparent complacency to IT and its business potential. IT highlights two key considerations in curriculum delivery; integration and strategic focus and suggests that education centres face a number of constraints on provision not least tutor attitude and expertise. Concludes that the way forward is for tutors to examine their own approach and make a concerted effort to demonstrate the strategic value of IT, thereby acting as a powerful change agent.